Common use of Teaching Effectiveness/Professional Effectiveness in Instructional Support Clause in Contracts

Teaching Effectiveness/Professional Effectiveness in Instructional Support. Teaching/Professional Effectiveness is of primary importance and shall constitute the major portion of the evaluation for promotion. For teaching Faculty, examples of evidence will include demonstrated expertise in subject matter, student and peer evaluations, quality of syllabi, instructional materials and assessment materials. For non- teaching Faculty, evidence will include indicators of quality of work in support of instruction. For Counseling Faculty, examples of evidence will include knowledge and skill in counseling techniques and strategies, knowledge of appropriate information and referral resources and ability to relate to students and to assess student needs. For Library Faculty, examples of evidence will include knowledge of the collection and reference tools, quality of assistance of students and contributions to collection development. 16 | P a g e

Teaching Effectiveness/Professional Effectiveness in Instructional Support. Teaching/Professional Effectiveness effectiveness is of primary importance and shall constitute the major portion of the evaluation for promotion. For teaching Facultyfaculty, examples of evidence will include demonstrated expertise in subject matter, student and peer evaluations, quality of syllabi, instructional materials and assessment materials. For non- non-teaching Facultyfaculty, evidence will include indicators of quality of work in support of instruction. For Counseling Faculty, counseling faculty examples of evidence will include knowledge and skill in counseling techniques and strategies, knowledge of appropriate information and referral resources resources, and ability to relate to students and to assess student needs. For Library Faculty, library faculty examples of evidence will include knowledge of the collection and reference tools, quality of assistance of students students, and contributions to collection development. 16 | P a g e.